Bioaccumulation in marine organisms download

Barium in the ocean. Cadmium in the ocean. Mercury in the ocean. Chromium in the ocean. Copper in the ocean. Lead in the ocean. Zinc in the ocean. Explain that this is a question that scientists are currently researching.

Introduce students to the issue and how scientists are approaching the question with the video Are Microplastics in Our Water Becoming a Macroproblem?

Read an article summarizing the state of research on plastics in the food web. What About Us? Because there is a significant amount of high-level vocabulary in this article, it is best facilitated through a whole-class read-aloud with opportunities to pause for questions and clarification. It begins by summarizing information students already know about plastic impacts, but continues to add information and lingering questions about toxic chemicals working their way up the food chain.

To conclude the article, ask students to discuss one or two of the following questions with a partner, then invite several groups to share their responses with the class: In your opinion, what is the most serious health impact of plastics on animals addressed in this article? In your opinion, what is the most serious health impact of plastics on people brought up in this article?

Which of the solutions proposed in the article seem most effective? Guide students to confront both the evidence and the uncertainties about the impacts of ocean microplastics on humans. Label four large sections of your whiteboard with these titles: Plastics in the food chain are harming humans now.

Plastics in the food chain are not harming humans now, but may in the future. Plastics in the food chain do not harm humans, now or in the future. I still need more information to make a decision about this. Explain that each of these statements is a claim.

Tell students that in science, a claim is like an opinion, but one that must be supported by facts and evidence. Organize students into their publishing teams and distribute several sticky notes to each student. Ask students to consider all of the evidence they have learned so far and decide which of these four claims they most agree with.

Prompt students to write two to three pieces of evidence on their sticky notes that support their claim. Call students up by publishing team to place their sticky notes on the section of the board with the claim that most closely matches their current understanding. Students should be called up with their publishing teams, but should place their sticky notes individually. Observe and discuss any patterns in the distribution of sticky notes.

Beginning with the first claim, ask a student who chose this statement to defend their claim, citing evidence to support their position. Ask for other students who agree with this student to add further supporting evidence.

Then, ask for a volunteer who disagrees with this first claim. Ask which claim they chose and on what evidence their claim is based.

Continue in this fashion until all four claims have been addressed. For the last claim, ask students what additional information they would need to make a decision, and what questions they have. Finally, ask if this discussion has caused any students to change their opinion about which claim is best supported by the evidence.

Give students an opportunity to move their sticky note and explain why they changed it. Remind students that scientists also disagree about this topic, and it is an active area of research where new information is being learned all the time. Tell students that there are two more concepts they should understand to grapple with this issue: bioaccumulation and biomagnification. These concepts will also help them complete the Food Web Infographic element of their final project.

Ask students to review the Biomagnification and Bioaccumulation infographic with the goal of defining both words. After reviewing the inforgraphic, invite students to help define bioaccumulation and biomagnification and add the words to your class unit word wall. Prompt publishing teams to add these entries to their magazine glossary list. Introduce and encourage alternate forms of these words, such as bioaccumulate and biomagnify. To reinforce the difference between these two similar-sounding concepts, display the simplified bioaccumulation and biomagnification infographic so that all students can see it clearly.

Ask: Based on this infographic, what is the difference between bioaccumulation and biomagnification? Bioaccumulation takes place in a single organism over the span of its life, resulting in a higher concentration in older individuals.

Biomagnification takes place as chemicals transfer from lower trophic levels to higher trophic levels within a food web, resulting in a higher concentration in apex predators.

Elaborate by telling students that some of the toxic chemicals found in microplastics form chemical bonds with certain body parts, such as fatty tissues and organs.

Therefore, when the body excretes wastes, these chemicals often stay behind and continue accumulating instead of being flushed out with other wastes. Bryan, G. Carmichael, N. Carpene, E. Chan, J. Coleman, N. Coombs, T. Cossa, D. Cutshall, N. Davies, I. Denton, G. Dethlefsen, V. Drescher, H. Duinker, J. Dyrssen, D. Wiley-Interscience, New York Eaton, A. Eisler, R. Board Can. Pisces: Cyprinodontidae. Fish Biol. Engel, D. Eds W. Vernberg, F. Thurberg, A.

Calabrese and F. Hlth Prespect. Establier, R. Fowler, S. International Atomic Energy Agency, Vienna Frankenne, F. Frazier, J. Seasonal effects. Chesapeake Sci. Environmental effects. Gardner, L. Acta 38 — George, S. Acta — Goldberg, E. Greig, R. Gutierrez-Galindo, E. Chemosphere — Hahne, H. Hamanaka, T. Hamilton, E. Holmes, C.

Howard, A. Limpets Patella vulgata and Patella intermedia. Interactions 16 — Hung, Y. Hutcheson, M. Jackim, E. Janssen, H. Jennings, J. Accumulation from seawater and a food source. Julshamn, K. Seasonal variations in the contents of 10 elements in oyster Ostrea edulis from three oyster farms.

Effects of size and age on the contents of 10 elements in oyster Ostrea edulis taken from unpolluted waters. Knauer, G. Latouche, Y.

Lee, S. Loring, D. Eds J. Uthe and V. Lu, J. MacKay, N. Majori, L. The accumulation factor. Verification of a simplified model of the dynamic equilibrium of metal distribution between mussel and sea water. Note II-Pollution from cadmium. Malo, B. Marshall, A. Interactions 27 — Martin, J. Eds H. Windom and R. Heath and Co.

McLean, M. Large volumes of produced water are generated and discharged to the coastal and ocean waters worldwide from offshore oil and gas production facilities. There is concern that the chemicals in the produced water may harm marine ecosystems. This book summarizes the bioavailability and marine ecotoxicology of metal and organic contaminants that may occur in oil well produced water at concentrations significantly higher than those in ambient seawater.

The contaminants of concern include arsenic, barium, cadmium, chromium, copper, lead, mercury, radium isotopes, zinc, monocyclic aromatic hydrocarbons, polycyclic aromatic hydrocarbons, phenols, and bis 2-ethylhexyl phthalate. The first part of the book is a detailed discussion of the chemical composition of produced water from offshore oil wells worldwide and its fates following discharge to the ocean. The remaining chapters of the book summarize the current scientific literature on the sources and distributions in the ocean of each of the contaminants of concern and their bioaccumulation and toxicity to marine organisms.